English - Writing

Writing Curriculum Statement

‘’Reading is the passport that takes you further than any plane ever could.’’ Unknown

Intent:

At Oakridge Parochial School, our intention is to provide a broad, balanced and inclusive writing curriculum that enables every child to become a confident, capable and enthusiastic writer. We want pupils to take pride in their writing, understand its purpose and recognise the impact their words can have on an audience.

Our writing curriculum is carefully planned through a four-year cycle and linked meaningfully to our wider topics. High-quality texts sit at the heart of our approach, with considerable thought given to selecting literature that will engage, inspire and challenge our pupils. Through exposure to rich vocabulary, diverse authors and a range of genres, children develop their imagination, creativity and understanding of writing for different purposes.

We recognise that spoken language is fundamental to successful writing. Through structured talk, role play, characterisation and Philosophy for Children (P4C), pupils are encouraged to rehearse ideas, develop vocabulary, think deeply and express their opinions confidently. We aim to ensure that every child has a voice and feels valued as a writer.

Our curriculum prioritises the development of foundational skills, including spelling, punctuation, grammar and sentence construction, alongside opportunities to plan, draft, edit and refine writing. Through the writing process, children are encouraged to demonstrate our school values of perseverance by refining and improving their work, friendship through collaborative discussion and feedback, and generosity by sharing ideas, respecting different viewpoints and writing with empathy for others.

By building on prior learning and responding to individual needs, including those of pupils with SEND, we aim to ensure that all children make progress and develop the knowledge and skills necessary to flourish. Ultimately, we want every pupil to leave Oakridge as a thoughtful, independent and purposeful writer, ready for the next stage of their education.

Implementation:

Our writing curriculum is implemented through a carefully sequenced four-year cycle, ensuring that writing opportunities are purposeful, progressive and closely linked to our wider curriculum. High-quality texts are central to our planning, with teachers carefully selecting books and other literature that capture children's interests and provide meaningful contexts for writing.

In Key Stage 2, writing is developed through a practise, apply and deepen approach, enabling pupils to revisit key skills, apply their knowledge in different contexts and develop greater independence and sophistication. Typically, one or two writing units are taught each term, allowing sufficient time for children to immerse themselves in a text, develop their understanding and produce high-quality outcomes rather than rushing through a series of disconnected tasks.

Examples of skills progression for Autumn 2026:

Developing confident writers through talk and modelling

· Oracy is embedded throughout writing lessons, giving children opportunities to rehearse sentences, articulate ideas and experiment with ambitious vocabulary before writing independently.

· Role play and characterisation help pupils understand characters, explore perspectives and develop engaging narratives.

· Philosophy for Children (P4C) encourages deeper thinking, reasoned discussion and respectful debate, ensuring that every child has opportunities to contribute.

· Teachers use modelled and shared writing to demonstrate effective composition, sentence construction and the choices writers make.

· Pupils are explicitly taught to proofread, edit and redraft their work, developing accuracy, resilience and an understanding that effective writing is a process.

Building strong foundations

We place considerable emphasis on foundational knowledge, ensuring that pupils secure the essential skills needed to become successful writers. Punctuation and grammar are explicitly taught and unpicked within meaningful writing contexts. Dictation activities support the development of spelling, punctuation and sentence accuracy, while regular opportunities to revisit prior learning help children retain and apply key knowledge.

Teachers draw on their knowledge of individual pupils to adapt teaching and provide appropriate support and challenge. Pupils with SEND may work in small groups to strengthen foundational skills, build confidence and address specific gaps in learning. This ensures that all children are supported to access the curriculum and make progress from their starting points.

Enriching writing experiences

We provide opportunities for children to engage with writing beyond the classroom. Author visits and literary experiences, including visits to the Cheltenham Literature Festival, where

pupils can meet authors, help bring books and the writing process to life. Participation in writing competitions, poetry workshops and opportunities to have work published allows pupils to experience writing for authentic audiences and understand the value of their own creativity.

Assessment and monitoring

Assessment is used to identify strengths, address misconceptions and inform future teaching. NTS assessments provide information about pupils' spelling, punctuation and grammar knowledge, alongside ongoing teacher assessment of writing. At the end of Key Stage 2, pupils undertake statutory assessments in spelling, punctuation and grammar. Writing is also moderated with other schools to support consistency, accuracy and confidence in teacher judgements.

Impact:

At Oakridge Parochial School, the impact of our writing curriculum is evident in pupils who understand that writing has a purpose and an audience. Children are increasingly confident in expressing their ideas, selecting vocabulary carefully and adapting their writing to suit different genres and purposes. They develop a sense of ownership over their work and take pride in producing writing that reflects their growing knowledge, creativity and technical accuracy.

Pupils understand that effective writing involves drafting, proofreading, editing and redrafting. They are increasingly able to recognise where improvements can be made, respond to feedback and refine their work to communicate their ideas more clearly and effectively.

The impact of our approach is also reflected in the opportunities pupils have to share their writing beyond the classroom. Children have participated in competitions such as Ridiculous Writers, with winning entries published, and poetry workshops have resulted in pupils' dragon poems being published in a book that is now displayed in our book corner. These experiences celebrate pupils' achievements, raise the profile of writing and reinforce the importance of writing for a real audience.

Through our emphasis on oracy, pupils develop the confidence to articulate ideas, explore different viewpoints and make thoughtful choices as writers. Carefully sequenced teaching, a focus on foundational skills and targeted support enable pupils to build on prior learning and develop greater independence over time.

Assessment information, teacher judgements and moderation with other schools help us evaluate progress and identify areas for further development. Together, these approaches support a culture in which writing is valued, celebrated and continually improved.

Ultimately, our aim is for every child to leave Oakridge Parochial School as a confident, thoughtful and enthusiastic writer who takes pride in their work, understands the power of language and is well prepared for the next stage of their education.